Digital Keepsakes

This chapter presents research from a study of novice older adult users of ICTs and the Internet from Ireland. Through the concept of digital keepsakes, this chapter connects with theorising around greater mobility and more dissipated extended families. In particular, connections can be seen with current research themes, which explore how citizens may extend the use of ICT communication act so that digital artifacts may offer emotional containment, extended time for reflection, through comments reinterpretations and sharing of experience and meaning. The value and benefit of digital artifacts can extend beyond a personal onscreen experience. Respondents reported valuing both portability and having a record of the good intentions. Such messages consisted of wishes of good luck, sympathy, or empathy.

Web 3.0 and E-Learning

The annals of the Web have been a defining moment in the evolution of education and e-Learning. The evolution of Web 1.0 almost three decades ago has been a precursor to Web 3.0 that has reshaped education and learning today. The evolution to Web 3.0 has been synonymous with “Semantic Web” or “Artificial Intelligence” (AI). AI makes it possible to deliver custom content to the learners based on their learning behavior and preferences. As a result of these developments, the learners have been empowered and have at their disposal a range of Web tools and technology powered by AI to pursue and accomplish their learning goals. This chapter traces the evolution and impact of Web 3.0 and AI on e-Learning and its role in empowering the learner and transforming the future of education and learning. This chapter will be of interest to educators and learners in exploring techniques that improve the quality of education and learning outcomes.

E-Learning and the Semantic Web

A number of 3.0 e-learning systems have been proposed in the literature to capture the numerous benefits that the Semantic Web has to offer to the higher education sector. These 3.0 e-learning systems identify some essential Semantic Web characteristics that are either discussed as stand-alone factors or tend to revolve around the complexities of the Semantic Web technology and its implementation, often disregarding users' needs. Conversely, a comprehensive analysis of e-learning models for higher education in the literature revealed several Critical Success Factors (CSFs) that are relevant to the Semantic Web but often overlooked in 3.0 e-learning models. Consequently, this chapter provides an overview of the CSFs of e-learning relevant to 3.0 e-learning systems as well as an overview of the main Semantic Web characteristics for e-learning to define a new and combined set of 3.0 e-learning characteristics that will holistically represent 3.0 e-learning systems capturing the needs and expectations of users. The new initial 3.0 e-learning model proposed is evaluated within the higher education sector in Mauritius.

Web 3.0 in Web Development

The Web 3.0 has revolutionized the Internet in the last years and its benefits are still being studied. The way that websites are being developed is also changing because of this Web evolution, giving to Web developers new technologies where computers can better understand and give meaning to content. This chapter presents an overview of technologies considered to be included on the Web 3.0 concept. The main objective of the chapter is to introduce a conceptual framework of Web 3.0, or Semantic Web, technologies that can be used for developing a website. This review of literature introduces the evolution of each of the technologies mentioned, as well as their functions. Some examples and opportunities for use are also presented. The chapter offers a current state-of-the-art and an opportunity for future relevant research in the Web development area.

Web 3.0 Technologies and Transformation of Pedagogical Activities

Web 3.0 creates the potential for implementation of new teaching strategies and new forms of teachers' professional pedagogical activities. Today, it is possible to assume the trends of Web 3.0 development. Most of these trends have been already revealed in the analysis of the current state of modern network technologies. New educational practices require both awareness of new opportunities in networking and acceptance and understanding of new educational strategies of learners. The chapter describes a concept of teachers' professional goals transformation in terms of Web 3.0, stressing movement towards learners' needs. The first pedagogical objective is to design the information educational environment. The second objective is to perceive a student via the informational environment. The third objective is to interact with other members of the informational environment. The fourth objective is to arrange the learning process. The fifth objective is to ensure professional self-development.

The Impact of Web 2.0 and Web 3.0 on Academic Roles in Higher Education

This chapter discusses major changes in the traditional roles of teachers in Higher Education triggered by digital transformation in learning and teaching by Web 2.0 and Web 3.0. The purpose of university teaching is explored, together with the key characteristics of digital learning technologies associated with Web 2.0 and current and prospective changes linked to the notion of Web 3.0. Role labels found in the literature are reviewed against these changes and four dimensions of role change are identified, together with suggestions for preparing teachers for these changes.

Marketing Strategies in the Age of Web 3.0

The Web has become one of the most effective means of communication, and electronic marketing is rapidly transforming the way organizations communicate and operate in many areas. This chapter describes the Internet evolution; in fact, it is no longer just an information tool but has become a new dimension, allowing firms to learn more about their customers, communicate more effectively, promote and market products, services, companies, and brands. The evolution of the Internet, from Web 1.0 to Web 3.0, has resulted in a radical change in marketing strategies and tools in many businesses.

Evaluating NoSQL Databases for Big Data Processing within the Brazilian Ministry of Planning, Budget, and Management

The Brazilian Ministry of Planning, Budget, and Management (MP) manages enormous amounts of data that is generated on a daily basis. Processing all of this data more efficiently can reduce operating costs, thereby making better use of public resources. In this chapter, the authors construct a Big Data framework to deal with data loading and querying problems in distributed data processing. They evaluate the proposed Big Data processes by comparing them with the current centralized process used by MP in its Integrated System for Human Resources Management (in Portuguese: Sistema Integrado de Administração de Pessoal – SIAPE). This study focuses primarily on a NoSQL solution using HBase and Cassandra, which is compared to the relational PostgreSQL implementation used as a baseline. The inclusion of Big Data technologies in the proposed solution noticeably increases the performance of loading and querying time.

Artificial Neural Learning Based on Big Data Process for eHealth Applications

The complexity of the clinical context requires systems with the capability to make decisions based on reduced sets of data. Moreover, the adoption of mobile and ubiquitous devices could provide personal health-related information. In line with this, eHealth application faces several challenges so as to provide accurate and reliable data to both healthcare professionals and patients. This chapter focuses on computational learning on the healthcare systems presenting different classification processes to obtain knowledge from data. Finally, a case study based on a radial basis function neural network aiming the estimation of ECG waveform is explained. The presented model revealed its adaptability and suitability to support clinical decision making. However, complementary studies should be addressed to enable the model to predict the upper and lower points related to upward and downward deflections.

A Web-Based System for Error Correction Questions in Programming Exercise

In this chapter, the authors propose a system for generating error correction questions of programs, which are suitable for developing debugging skills in programming education. The system generates HTML files for answering questions and CGI programs for checking answers. They are deployed on a Web server, and learners read and answer questions on Web browsers. It provides an intuitive user interface; a learner can edit codes in place at the text. To make programs including errors for learning debugging, the authors analyze types of errors and define the processes of error injection as code transformation patterns. If learners can edit any codes freely, it is difficult to check all possible answers. Instead, the authors adopt a strategy to restrict editable points and possible answers from the educational view. A demonstration of error correction questions of the C language is available at http://ecq.tebasaki.jp/.